The Effects of a Kindergarten-First Grade Looping Program on Academic Achievement and Self-Esteem

The purpose of this study was to determine if academic achievement and academic self-esteem can be linked to the non-traditional organizational pattern of looping in kindergarten and first grade classes. Looping is defined as one teacher remaining with the same students for two or more years. Using a control group-experimental group design where the experimental group participated in the looping program and the control group did not, and applying the statistical procedure of multivariate analysis of variance (MANAVO), it was found that there was no significant difference between the subjects in the two groups on the criterion variable of academic achievement as measured by the Iowa Test of Basic Skills, and the criterion variable of academic self-esteem as measured by the Culture-Free Self-Esteem Inventory, Second Edition. It was concluded that further study would need to be done to determine if there are advantages to an organizational pattern of looping for students in public elementary schools.

Grantor dc:publisher

University of North Texas

Year dc:date

2002

Author dc:creator

• Murphy, Doris Jo

Contributors dc:contributor

• Laney, James D.
• Kemerer, Frank R.
• Moseley, Patricia

• Looping (Education)
• Academic achievement.
• Self-esteem in children.
• looping program
• multivariate analysis of variance
• Culture-Free Self-Esteem
• academic achievement
• self-esteem

Statement dc:rights

• Public
• Copyright
• Murphy, Doris Jo
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 52051443
https://digital.library.unt.edu/ark:/67531/metadc3327/
ark: ark:/67531/metadc3327

OAI identifier oai:identifier

info:ark/67531/metadc3327